{"id":{"repo_id":"unt","oai_identifier":"info:ark/67531/metadc2778"},"canonical_url":"https://search.dev.ndltd.org/etd/unt/info:ark/67531/metadc2778","repository":{"repo_id":"unt","name":"University of North Texas","base_url":"https://digital.library.unt.edu/oai/"},"display":{"title":"Multiple Predictors of College Adjustment and Academic Performance for Undergraduates in Their First Semester","abstract":"College success, as defined by adjustment to college and academic performance, is a multidetermined with a number of contributing influences, including academic factors, personality variables, family characteristics, and environmental factors. This study attempted to provide an organizing model of the college success literature that was based on previous research (e.g., Aspinwall & Taylor, 1994) and current stress-coping theory (Moos & Swindle, 1990). Structural equation modeling analyses indicated that the hypothesized model did not fit the data well. However, subsequent regression analyses did validate the view that college success is multidetermined. Specifically, academic performance was predicted by a combination of academic factors (SAT score and class rank) and academic adjustment. In turn, academic adjustment was predicted by locus of control, perceived social support, and high school class rank. Personal adjustment was predicted by coping strategies employed, parents who fostered autonomy, locus of control, self-esteem, and high school class rank. Finally, social adjustment was predicted by optimism, coping strategies employed, and locus of control. Treatment implications as well as directions for future research were discussed.","abstract_html":"College success, as defined by adjustment to college and academic performance, is a multidetermined with a number of contributing influences, including academic factors, personality variables, family characteristics, and environmental factors. This study attempted to provide an organizing model of the college success literature that was based on previous research (e.g., Aspinwall & Taylor, 1994) and current stress-coping theory (Moos & Swindle, 1990). Structural equation modeling analyses indicated that the hypothesized model did not fit the data well. However, subsequent regression analyses did validate the view that college success is multidetermined. Specifically, academic performance was predicted by a combination of academic factors (SAT score and class rank) and academic adjustment. In turn, academic adjustment was predicted by locus of control, perceived social support, and high school class rank. Personal adjustment was predicted by coping strategies employed, parents who fostered autonomy, locus of control, self-esteem, and high school class rank. Finally, social adjustment was predicted by optimism, coping strategies employed, and locus of control. Treatment implications as well as directions for future research were discussed.","abstract_has_math":false,"creators":["Stoever, Shawn"],"institution":"University of North Texas","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Petrie, Trent A.","Fleming, Donna","Hayslip, Bert","Watkins, C. Edward"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2001,"date_issued":"2001-05","date_published":"2001-05","updated_at":"2026-07-24T05:34:52Z","subjects":["Student adjustment.","Prediction of scholastic success.","College freshmen.","college adjustment","academic performance","college success","social adjustment"],"languages":["English"],"rights":["Public","Copyright","Stoever, Shawn","Copyright is held by the author, unless otherwise noted. 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However, subsequent regression analyses did validate the view that college success is multidetermined. Specifically, academic performance was predicted by a combination of academic factors (SAT score and class rank) and academic adjustment. In turn, academic adjustment was predicted by locus of control, perceived social support, and high school class rank. Personal adjustment was predicted by coping strategies employed, parents who fostered autonomy, locus of control, self-esteem, and high school class rank. Finally, social adjustment was predicted by optimism, coping strategies employed, and locus of control. Treatment implications as well as directions for future research were discussed."]},{"key":"dc:format","label":"Dc Format","values":["Text"]},{"key":"dc:title","label":"Title","values":["Multiple Predictors of College Adjustment and Academic Performance for Undergraduates in Their First Semester"]}]}],"canonical_facts":{"dc:contributor":["Petrie, Trent A.","Fleming, Donna","Hayslip, Bert","Watkins, C. Edward"],"dc:creator":["Stoever, Shawn"],"dc:date":["2001-05"],"dc:description":["College success, as defined by adjustment to college and academic performance, is a multidetermined with a number of contributing influences, including academic factors, personality variables, family characteristics, and environmental factors. This study attempted to provide an organizing model of the college success literature that was based on previous research (e.g., Aspinwall & Taylor, 1994) and current stress-coping theory (Moos & Swindle, 1990). Structural equation modeling analyses indicated that the hypothesized model did not fit the data well. However, subsequent regression analyses did validate the view that college success is multidetermined. Specifically, academic performance was predicted by a combination of academic factors (SAT score and class rank) and academic adjustment. In turn, academic adjustment was predicted by locus of control, perceived social support, and high school class rank. Personal adjustment was predicted by coping strategies employed, parents who fostered autonomy, locus of control, self-esteem, and high school class rank. Finally, social adjustment was predicted by optimism, coping strategies employed, and locus of control. 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